Prática docente e diversidade cultural nos anos iniciais do ensino fundamental em escolas públicas.

Abstract

This work is titled "Teaching Practice and Cultural Diversity in the Early Years of Basic Education in Public Schools", aiming to analyze how teachers are working to cultural diversity in public schools and identify which specific conception of the teachers in the first years the public schools, about cultural diversity, lift procedures that teachers use in the classroom to work cultural diversity and reflect on the possibilities of educational action with issues of cultural diversity. The research question is how teachers are working with the existing cultural diversity in the classroom. Thus, the research that has been conducted is the descriptive and qualitative character in two public schools in the city of Cajazeiras-PB, located in underserved communities of that city, with seven teachers in the first years of elementary school, three of the school's and four B school, in morning and afternoon shifts. Methodological approach was used in one semi-structured interviews to collect data, as was also made a documentary analysis of the PPP schools surveyed. The themes addressed in the theoretical foundations are: cultural diversity in the first years of elementary school teaching practice and teachers on the subject, cultural blindness, the difference in the school and the contributions of Law 10,639 / 2003 for public education. At the end of the work, it was concluded that teachers and school working with cultural diversity in the classroom is to go beyond a folclorizado work, requiring many changes yet so you can be guaranteed to meet the laws and that the work teachers with cultural diversity in the classroom, is still sufficient.